My idea for a high school unit on Genetics was to have a project-based unit in which the students’ final goal was to create a detailed genetic family history and invite the parents in at the end of the unit for students to share their findings. I think students would find the project-based aspect of this unit motivating, since everything they do in class will somehow contribute to their final product that will be presented to their families. I think the personal aspect of the project will also spark students’ interest in the project and create a connection to the subject matter, which is usually regarded as one of the most difficult/boring topics in high school biology. The GSE that this 10 lesson (or about 2 week) unit will cover is LS3 (9-11) INQ POC-7
Given a scenario, provide evidence that demonstrates how sexual reproduction results in a
great variety of possible gene combinations and contributes to natural selection (e.g., Darwin’s
finches, isolation of a species, Tay Sach’s disease).
Topics covered in this unit would include genotypes vs. phenotypes, Punnett squares, pedigrees, types of dominance, heredity, etc. which all lend themselves well to this “family history” project. Even activities that can’t be directly connected or adapted to the family project could be done with the understanding that completing the activity will help students with their exhibition (so, not every Punnett square activity has to be about family members, as this would get boring for the students). Possible ideas for lessons within the unit could include: having the student create a phenotypic tree of their own family, doing an “offspring prediction” activity where students genetically combine with their classmates, and creating Punnett squares of traits passed onto them by their parents. Many of the activities done in class would be saved and presented at the culmination of the unit so that for the entire span of the unit, students are working towards a goal, not simply filling out worksheets. I feel that oftentimes Genetics is often covered begrudgingly by teachers and once students can define the list of genetics vocabulary words sufficiently it is brushed aside. This approach would allow students to make real connections to what they are being asked to learn and also lies the foundation for teachers to directly connect evolution and natural selection to genetics in a way that is personal and meaningful to students.
Given a scenario, provide evidence that demonstrates how sexual reproduction results in a
great variety of possible gene combinations and contributes to natural selection (e.g., Darwin’s
finches, isolation of a species, Tay Sach’s disease).
Topics covered in this unit would include genotypes vs. phenotypes, Punnett squares, pedigrees, types of dominance, heredity, etc. which all lend themselves well to this “family history” project. Even activities that can’t be directly connected or adapted to the family project could be done with the understanding that completing the activity will help students with their exhibition (so, not every Punnett square activity has to be about family members, as this would get boring for the students). Possible ideas for lessons within the unit could include: having the student create a phenotypic tree of their own family, doing an “offspring prediction” activity where students genetically combine with their classmates, and creating Punnett squares of traits passed onto them by their parents. Many of the activities done in class would be saved and presented at the culmination of the unit so that for the entire span of the unit, students are working towards a goal, not simply filling out worksheets. I feel that oftentimes Genetics is often covered begrudgingly by teachers and once students can define the list of genetics vocabulary words sufficiently it is brushed aside. This approach would allow students to make real connections to what they are being asked to learn and also lies the foundation for teachers to directly connect evolution and natural selection to genetics in a way that is personal and meaningful to students.